Date of Award
2004
Degree Name
Curriculum and Instruction
College
Graduate School of Education and Professional Development
Type of Degree
Ed.S.
Document Type
Thesis
First Advisor
Edwina Pendarvis
Second Advisor
Linda Spatig
Third Advisor
David Holliway
Abstract
This qualitative research study explores how Japanese teachers make sense of their American students’ communication styles. I conducted classroom observations in two Japanese classes by two different teachers and interviewed four Japanese teachers at high schools in Cabell County, West Virginia. The results indicate that the American students don’t communicate with others under the pressure of enryo (response to group pressure for conformity) in their Japanese classes. Furthermore, the Japanese teachers usually approve of their American students’ active communication styles without enryo. The results also show that the native Japanese teachers use high-context communication styles frequently in their Japanese classes and unrealistically expect their students to use sasshi (ability to understand indirect message) to understand their indirect communication styles. Based on this study, I offer suggestions for novice Japanese teachers so they can better adapt their teaching to American high school students.
Subject
Japanese language - Study and teaching
Subject
Japanese teachers - United States
Subject
Students - Language
Recommended Citation
Kiyosue, Teppei, "Teaching Japanese in an American High School: How Japanese Teachers Make Sense of their American Students’ Communication Styles" (2004). Theses, Dissertations and Capstones. 93.
https://mds.marshall.edu/etd/93
